you can't teach present generation students any more.... you can only attempt to provide the conditions in which they can learn...here is an alternate learning technique

1. 11
Dr. C.V. Suresh Babu
based
LEARNING

2. • Uncertainty
• Speed and acceleration
• Complexity
• Multiculturalism
• Mobility of the population
• Conflict (social, military)
• Inter-generational tension
• Need for ethical citizenship
• Information saturation
• Proliferation of knowledge
• Globalisation
• Internationalisation
• Private /public sector tension
• Increasing panic
• Unpredictability
• Risk
• Need for flexibility and agility
• Entitlement v responsibility
• Scarcity of resources
• Austerity
• Sustainability
• Need for prudence
• Transparency & accountability
• Discontinuity and rupture
• Shifting paradigms
• Poverty v affluence
• Outsourcing of jobs
• Youthfulness

3. 3
• to create capable independent learners
• to create competent researchers
• to increase the circumstances in which teaching and
research have occasion to meet….
• Increase the skills of staff to teach emphasizing the
construction of knowledge by students rather than the
imparting of knowledge by instructors......
• Ensure that students experience the process of artistic and
scientific productivity.

4. 4

5. 5

6. 6

8. 8

9. 9

11. Inquire (verb)
• To ask about
• To search into
especially by
asking
questions
• To make
investigation
Inquiry approach places the
student in the role of the
investigator
• Asking questions
• Structuring investigations
• Confronting ambiguous
findings
• Constructing relationships and
creating metaphors

12. Learners…
12
• Are engaged by scientifically oriented questions.
• Give priority to evidence which allows them to
develop and evaluate explanations that address
scientifically oriented questions
• Formulate explanations from evidence
• Evaluate their explanations in light of alternative
explanations, especially those reflecting scientific
understanding; and
• Communicate and justify their proposed explanation.

13. Inquiry and Scientific Research: Some
Parallels
Laboratory Researchers Classroom Students
Focus on particular topics.
Topics may change over
time.
Topics of study are defined and
are addressed at particular points
in the curriculum.
Guided by previous
research.
Based on student’s previous
knowledge AND research on
previous findings on the topic.
Researchers and students propose questions they would like to
answer.
Researchers and students design experiments based on their
questions AND on the materials available.
Experimental designs must be approved.

14. Parallels…continued
Laboratory Researchers Classroom Students
Both carry out approved experiments, gather data, analyze
results, and draw conclusions.
Both share results with colleagues and, often, revise and retry
their experiments based on their findings and the suggestions of
colleagues.
Both pose follow-up questions: What would I do next? What
other questions do my findings raise?
Both share their findings with others.

15. How do you do it?
• Consider ways to facilitate learning rather than
dispensing knowledge
• Expand & hone your questioning skills
• Inquiry is NOT a “free for all”
– Educator sets the focus and parameters
– Students generate questions within this framework
– Students design investigations given basic methods
and materials

16. Traditional Approach
• Introduce content verbally and via readings
• Use “cookbook” labs to illustrate and “verify” what
was presented
• Complete chapter problems and/or structured
activity to practice using new content
• Evaluate -> primarily content acquisition

17. 17
Wildt (2010): Concepts of Active Learning*
Research-
based
Learning
+ Theory
+ Empirical
Base
Case-
oriented
Learning
+ Context
Problem-
oriented
Learning
+ Relevance
Explorative
Learning
+ Method
Action-
based
Learning
+ Planning
Experien-
tial
Learning
+ Self-
organi-
sation

18. Healey’s Matrix: The Research-
Teaching Nexus
Research-basedResearch-tutored
Research-led
students are taught
processes of
knowledge
construction
students are
analysing, discussing
and writing papers
inquiry-based learning
Research-oriented
students are taught
subject content
Students
are active
Students
are
passive
Emphasis on
research
processes
Emphasis
on research
content
(Source: Healey, 2005)
18

19. Research-tutored
Engaging in research
discussions
Research-based
Students undertaking
research and inquiry
Research-led
Learning about current
research in the discipline
Research-oriented
Developing research inquiry
and techniques
EMPHASIS ON RESEARCH
CONTENT
EMPHASIS ON
RESEARCH
PROCESSES AND
PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS

20. The Matrix Extended: Research
and Teaching in the Curriculum
Learning objective/
Students activities
emphasis on
research results
emphasis on
research methods
emphasis on
research cycle
students are
researching
students synthesize
research results
to answer a research
question
students use
research methods
to answer a research
question
students answer a
research question
performing a full
research cycle
students are
utilizing/applying
students actively
engage in research
results (e.g. discussion)
students practice
research methods
students develop or
discuss research
designs
students are getting
introduced
students are taught
research results
(subject content)
students are taught
research methods
students are taught
processes of knowledge
construction
Source: Gess, Ruess and Deicke (2012), adapted from Healey, 2005
20

21. Traditional vs. Research-Based Learning
Traditional Teaching Methods
• Aim: successful (demonstrable)
transfer of knowledge
• Content: pre-determined,
structured, abstract (curricular
structure, type and nature of exams)
• Teacher-Student Relationship:
asymetrical
– teacher: active, knowing,
teaching, grading
– student: passive, receptive,
reproducing
• Motivation: external (compulsory
school attendance), instrumental
(grades, professional exams)
Research-Based Learning
•Aim: acquisition of in-depth ‘knowledge’
and the skills required for its production
•Content: self-determined, (ideally) with
concrete links to the learner’s interests
•Teacher-Student Relationship:
(more) symetrical
– all participants are active
researchers
– teachers use experience to act as
mentors
•Motivation: intrinsical,
(own)epistemological interests
Sources: adapted from Huber, 2010; Wildt, 2011
21

22. How do we view “instruction”?
“The previously dominant view of instruction
as direct transfer of knowledge from teacher
to student does not fit the current
perspective.
The present view places the learner’s
constructive mental activity at the heart of
all instructional exchanges…”

23. “…This does not mean that students are left
to discover everything for themselves, nor
that what they discover and how they
choose to describe and account for it are
left solely to them…
Structured Discovery

24. 24

26. 26
These activities
mentally engage the
students with an event
or question.
Engagement activities
help students make
connections with what
they know and can do

27. 27
Students work with one
another to explore ideas
through hands-on
activities. This exploration
provides a set of common
experiences for all learners.
Under the guidance of the
teacher, students begin to
clarify their understanding
of major concepts and skills

28. 28
Students construct
explanations of the
concepts and processes
about which they are
exploring and learning.
Teachers clarify students
understanding of
concepts and help them
develop skills

29. 29
These lessons challenge
students to apply what
they have learned to a
new situation and to
build on the students
understanding of
concepts in ways that
extend their knowledge
and skills

30. 30
Students access
their own
knowledge, skills,
and abilities. These
lessons also allow
teachers to evaluate
students progress
and inform
instruction

31. 31

32. 9/24/2019 Dr. C.V. Suresh Babu 32
9840237456
anniyappapublications@yahoo.com
https://sites.google.com/site/anniyappa/
http://www.facebook.com/anniyappa
https://twitter.com/anniyappa
Dr.C.V.Suresh Babu 's Classes
(Centre for Knowledge
Transfer)